Education for Citizenship

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Education for Citizenship

• An HMIe Perspective

L MacCallum J Bruce
2
Introduction

• HMIe roles National Specialists
• HMIe task on EfC good practice conference
• The wider European context

3
What is the position in Scottish schools just now
and should we be expecting better?

• Websites LTS, NPs
• Too many perceptions?
• Views of head teachers primary and secondary
• Polarised views cynical to philosophical

4
Key questions

• Citizens of what?
• What is society going to be like?
• What values?
• Whose values?
• How can we develop values?
• How do you know if you are being effective?
• What is the difference between citizenship and
  education for citizenship?

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Why Citizenship in Scotland? Why now?

• Pan-European phenomenon
• Emerging democracies search for national
  identity
• Role of education
• Politicians interest voting patterns
• Essentially education for citizenship matters -
  high priority across Europe.
• National priority in Scotland

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Key Features of approach taken in Scotland What
are we looking for?

• Broad approach to EfC - curriculum, classroom
  experiences, climate of school and engagement
  with community.
• Not recommending a new subject - Its not civics
  lessons.
• EfC allows pupils to participate politically,
  socially, economically, educationally and
  culturally.
• Knowledge, skills and experience to make informed
  choices.
• Young people as Citizens today not citizens in
  waiting. They have rights and the school is a
  community.
• Clear contrast with approach taken in England
  Wales

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Two unique features in the Scottish approach

• The development of the powers of critical
  thinking is fundamental to education in a
  democracy.
• The training and encouragement of young people to
  think about issues, gather evidence from a range
  of sources, think critically about that evidence,
  and reach their own informed conclusions.
• Critical thinking also relates to the development
  of values.

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Two unique features in the Scottish approach

• 2. An emphasis on encouraging cultural
  participation.
• Creativity, flair and enterprise are emphasised -
  through writing, poetry, drama debate, art,
  music, physical education and sport.
• Critical awareness of this visual world.
• The broader cultural dimension of education for
  citizenship is regarded as very important within
  the Scottish approach.

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Implications for Schools

• A process of audit and self-evaluation
  identifying good practice and areas for further
  development (evidence of joined-up thinking).
• HMIe publication on EfC in the Taking a Closer
  Look series
• National performance indicator for National
  Priority 4.

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The audit questions relate to the Curriculum, the
Classroom, Climate and Community.

• Does the curriculum experienced by pupils build
  knowledge and understanding?
• Does the experience in our classrooms develop the
  sort of life skills they will need to cope with
  the changing world?
• Does the climate of our schools reflect the
  clear link between citizenship and social and
  moral values?
• Does the school have a real sense of community?

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The role of subjects in education for citizenship

• What about the individual subjects?
• Will everyone feel they are contributing?
• Will you be able to translate your whole school
  collegiate remit into practice?
• Examine the perception that subjects have
  inalienable and absolute rights to be part of the
  curriculum.
• There because of significance, relevance to
  society, life skills developed and values
  encouraged.

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The role of subjects in education for citizenship

• Subject examples geography, history, modern
  studies, RME, PSE
• What shape should challenge take?
• Opportunities for independent learning? Or
  collaboration?

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So, what about the Curriculum review?

• The four fundamental purposes of the curriculum
  are defined as being the development of -
• Successful Learners, who can think creatively and
  independently.
• Effective Contributors, who can work together,
  show initiative and leadership
• Responsible Citizens, who can understand
  different beliefs and cultures and have informed
  views on environmental, scientific,
  technological and moral issues
• Confident Individuals, who can manage their lives.

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Curriculum Review

• Programme Board - putting ACE into practice
• Intrinsic relationship between principles of
  curriculum review and Scottish approach to EfC.
• The aspirations - coherent, relevant to pupils
  lives, flexible enough to meet current and future
  needs and capable of developing essential life
  skills.

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Conclusion

• Holocaust education
• Other examples?
• Education for democracy at core of EfC
• Citizenship and EfC not just abut national
  identity, but operates at many levels, including
  in schools and through individual actions.